Mathematics function classes are difficult because teaching often emphasizes repetitive, unreasoned processes. The exercises typically solved tend to be theoretical rather than practical applications, which does not support students in achieving quality learning. The design of innovative lessons and the use of Information and Communication Technologies (ICT) in mathematics classes are resources that assist teachers in achieving greater student participation and better understanding of the topics covered. For this research, didactical situations were designed based on the use of Tracker and GeoGebra software for mathematics function lessons, in which the content was connected to real-life contexts. Afterwards, students’ knowledge was assessed in order to analyze their academic performance and the learning outcomes achieved. From the results obtained and discussion, it was concluded that the intervention using the software and didactical situations significantly improved the academic performance of the students in the experimental group compared to the academic performance of a control group. This was verified through the application of Mann-Whitney U test and Student’s t-test on the results of a pretest and posttest administered to both groups. The analysis of the results highlights the important and meaningful learning achieved by students in the experimental group on the following specific topics: the concept of function, mathematical modeling, domain and range, and monotonicity.